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Starter – “Bell Work”

Starter – “Bell Work”. On your Own – think of 2 conditions which promote or enhance learning. In pairs – list 4 such conditions. Two lucky pairs report back to whole group. What is Accelerated Learning?. 1 . Create The Supportive Learning Environment + Bell Work 10m

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Starter – “Bell Work”

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  1. Starter – “Bell Work” • On your Own – think of 2 conditions which promote or enhance learning. • In pairs – list 4 such conditions. • Two lucky pairs report back to whole group.

  2. What is Accelerated Learning? 1.Create The Supportive Learning Environment + Bell Work 10m 2.Give the Big Picture 1m 3. Connect the Learning 1m 4. Clarify Learning Outcomes 3m 5. Explain the new idea with VAK 5m 6.Student activity 15m and demonstration of ideas 10m 7.Review and Preview 5m Point: There are lots of conditions which promote learning.

  3. What is Accelerated Learning? • Practical approaches to learning • Carefully structured in a proven sequence • Based on Research • Access through multiple intelligences • Giving a context for effective use of ICT

  4. The Accelerated Learning Cycle • Create the supportive • learning environment 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  5. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  6. Create The Supportive Learning Environment • A no “Put-down” zone • Colour – Student work • Sound – music • Welcome – may be only warm words • Oxygen – fresh air • Water – dehydration slows learning. • Bell Work – student activity - reminder of last lesson. Which of these have we ‘created’?

  7. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  8. 2. Connect the Learning Remind the students of previous learning that is related to the lesson. Have you ever set a lesson alight?

  9. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Give the Big Picture 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  10. 3. Give the Big PictureHave you got it yet? Within 3-4 minutes explain how this lesson fits into the whole topic of work (particularly important at the beginning of the topic).

  11. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  12. Describe the Learning Outcomes • By the end of this session I should know: • What the 7 stages of the AL cycleare and • How to put a digital image on a Powerpoint presentation within a lesson. Within 5 minutes of the start of the lesson describe to the students what they will have learned by the end. And clarify. With a partner list the 7 stages, in order.

  13. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  14. 5. Explain the the New Idea with V A K 10m This is the key part of the lesson. Provide a variety of activities based on multiple intelligences, including Visual , Auditory and Kinesthetic. Stop andReview 2 m Find the lesson plan templates on Shared Files – Staff – Accelerated Learning. Select the PowerPoint template. Check that your partner has done it as well.

  15. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  16. 6a. Activity through multiple intelligences • Activity may include any of the intelligences – to suit individual needs. • Intelligences include Visual, Auditory, Kinesthetic, Verbal-Linguistic, Interpersonal, Intrapersonal, Numeric, (and loads more) 1 … 2 … Buckle my … • I am going to create and insert a digital image of two partners as a • Visual motivation for students in what could be a real lesson. I will:- • Decide which stage 1, 2 …. 7 of the AL Cycle I will use it for. • Find the PowerPoint Template on Shared Files – Staff – Accelerated • Learning and write a title on Slide 1. • Plan the image so it appeals to at least 3 intelligences. • Organise my two partners into position and take the image • Insert the image into Slide 2 and write how well I did in Slide 3..

  17. Ideas for Activities with ICT • Take digital images Show them on (IW) interactive whiteboard. Students add labels. • Show a video clip on IW. Students add voice-over. • Show a “reality” graph on IW. Eg earthquake trace. Students add labels eg . ‘Pedestrians stop walking’ ‘Buildings collapse’ ‘Baby found after 2 days’

  18. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  19. 6b. Students Demonstrate Ideas Student activity ends with them demonstratingin some way what they have learned, perhaps by sharing with a partner or group. Eg. creating a picture, slogan mime, diagram. Now explain your lesson plan to a partner and listen to their explanation in return.

  20. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

  21. Review and Preview Never • Refer to the learning outcomes. • Use memory hooks (“never eat shredded wheat”) to help students to remember Wheat Eat Shredded

  22. The Accelerated Learning Cycle 1. Create the supportive learning cycle 2. Connect the learning 3. Big picture first 7. Review and recall 4. Describe the outcomes 6. Student activity and demonstrations 5. Input through V A K through multiple intelligences

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